Developing Structural Drawing Reading Skills Through Game-Based Learning for High Vocational Certificate Students

Abstract

This study had objectives: (1) to develop higher vocational certificate (Diploma) students’ skills in interpreting structural drawings through game-based learning (GBL), and (2) to compare students’ learning achievement before and after participating in the GBL activities. The sample group consisted of 22 civil engineering students, selected through purposive sampling. The research instruments included a structural model-building game, pre- and post-tests, a structural drawing interpretation skill assessment, and a student satisfaction questionnaire. Data were analyzed using the Dependent Sample t-test, mean, and standard deviation. The research findings indicated that (1) students achieved a high level of performance in structural drawing interpretation (Mean = 89.60, S.D. = 2.30), with no significant differences across groups (p > 0.05). This result demonstrates that the game-based activity consistently enhanced students’ understanding of structural concepts. (2) Students’ learning achievement after the activity was significantly higher than before the activity at the .05 level (Mean = 17.19, S.D. = 0.98 compared with Mean = 12.76, S.D. = 1.55; t = 15.31, p = 0.000). (3) Student satisfaction toward the activity was at the highest level (𝑥̄= 4.62, S.D. = 0.49). Students indicated that the game-based activity enhanced their motivation and supported the accurate transfer of information from two-dimensional drawings to structural model. In summary, the use of a structural model-building game represents an instructional innovation that fosters students’ understanding of building components and improves their structural drawing interpretation skills. This approach not only promotes active and meaningful learning but can also be adapted for use in other related courses, thereby contributing to more effective teaching and learning practices in vocational education.